Psychology seminars

Mental Health problems among youth constitutes an area of significant social, educational, clinical, policy and public health concern. Understanding processes and mechanisms that underlie the development of mental health problems during childhood and adolescence requires theoretical and methodological integration across multiple scientific domains, including developmental science, neuroscience, genetics, education and prevention science. The primary focus of this presentation is to examine the relative role of genetic and family environmental influences on children’s emotional and behavioural development. Specifically, a complementary array of genetically sensitive and longitudinal research designs will be employed to examine the role of early environmental adversity (e.g. inter-parental conflict, negative parenting practices) relative to inherited factors in accounting for individual differences in children’s symptoms of psychopathology (e.g. depression, aggression, ADHD ). Examples of recent applications of this research to the development of evidence-based intervention programmes aimed at reducing psychopathology in the context of high-risk family settings will also be presented.

With the Donders Inclusion Seminars, we celebrate diversity. Please join us on Apr. 21st 2021 at 15.00 (CET) as we next welcome Dr. Silvy Collin of Tilburg University on Crowdcast. Her seminar is entitled "Schemas and schema-mediated memory". To read the abstract and register for the event visit: https://www.crowdcast.io/e/donders-inclusion-3

Interpretation of interval timing data generated from animal models is complicated by ostensible motivational effects which arise from the delay-to-reward imposed by interval timing tasks, as well as overlap between timed and non-timed responses. These factors become increasingly prevalent at longer intervals. To address these concerns, two adjustments to long interval timing tasks are proposed. First, subjects should be afforded with reinforced non-timing behaviors concurrent with timing. Second, subjects should initiate the onset of timed stimuli. Under these conditions, interference by extraneous behavior would be detected in the rate of concurrent non- timing behaviors, and changes in motivation would be detected in the rate at which timed stimuli are initiated. In a task with these characteristics, rats initiated a concurrent fixed-interval (FI) random-ratio (RR) schedule of reinforcement. This design facilitated response-initiated timing behavior, even at increasingly long delays. Pre-feeding manipulations revealed an effect on the number of initiated trials, but not on the timing peak function.

The subdivision benefit refers to the positive effect of subdividing a beat on sensorimotor synchronization. We recorded electroencephalograms of musicians and non-musicians to study how they listened or finger-tapped to a beat, subdivided into four distinct subdivisions. Musicians showed more consistent tapping responses than non-musicians, and enhanced neural entrainment during the tapping task than in the listening task. In both groups, there was a neural enhancement of the beat frequency and its first harmonic (related to duplets) after listening to the four subdivisions. Furthermore, non-musicians tapped more consistently to the beat of duplets than other subdivisions. Altogether, this suggests a neural and behavioral advantage for binary subdivisions, that can be modulated with formal training in music.

The study of altered states of consciousness has long had the potential to provide important insight into the nature of consciousness. In recent years there has been a resurgence of research and public interest in atypical or altered states of consciousness. These have focused both on conditions in which consciousness is considered to be impaired due to brain trauma or enhanced in some way through mediation practices or ingestion of psychedelics. The talk will begin with a brief overview of recent scientific approaches to understanding these different types of altered consciousness. The remainder of the talk will focus on lab-based experiments conducted by myself and others looking at the effects of serotoninergic hallucinogens (i.e. psilocybin and LSD) on perceptual and cognitive function. Together this body of research provides important new insights for the scientific study of consciousness and an initial understanding of the neuropharmacological mechanisms underlying conscious experience.

In this talk I’ll discuss translation of findings of multisensory facilitation of learning to cognitive training. I’ll first review some early findings of multisensory facilitation of learning and then discuss how we have been translating these basic science approaches into gamified training interventions to improve cognitive functions. I’ll touch on approaches to training vision, hearing and working memory that we are developing at the UCR Brain Game Center for Mental Fitness and Well-being. I look forward to discussing both the basic science but also the complexities of how to translate approaches from basic science into the more complex frameworks often used in interventions.

ALBA is organizing a special event on ‘Bias in Indian STEM’ at the online conference NeuroFemIndia 2021. Prof Shubha Tole (Tata Institute of Fundamental Research), ALBA Advisor, will be moderating and leading the discussion on biases in Indian STEM academia. The panel will discuss the main biases that women and minorities in India face as they navigate the academic system. This event is part of the NeuroFemIndia Online Conference 2021.

Organisms modify their behavior in response to its consequences, a phenomenon referred to as operant learning. Contemporary modeling of this learning behavior is based on reinforcement learning algorithms. I will discuss some of the challenges that these models face, and proposed a new approach to model-selection that is based on testing their ability to engineer behavior. Finally, I will present the results of The Choice Engineering Competition – an academic competition that compared the efficacies of qualitative and quantitative models of operant learning in shaping behavior.

Across species, humans are uniquely able to acquire deep relational systems of the kind needed for mathematics, science, and human language. Analogical comparison processes are a major contributor to this ability. Analogical comparison engages a structure-mapping process (Gentner, 1983) that fosters learning in at least three ways: first, it highlights common relational systems and thereby promotes abstraction; second, it promotes inferences from known situations to less familiar situations; and, third, it reveals potentially important differences between examples. In short, structure-mapping is a domain-general learning process by which abstract, portable knowledge can arise from experience. It is operative from early infancy on, and is critical to the rapid learning we see in human children. Although structure-mapping processes are present pre-linguistically, their scope is greatly amplified by language. Analogical processes are instrumental in learning relational language, and the reverse is also true: relational language acts to preserve relational abstractions and render them accessible for future learning and reasoning. Although structure-mapping processes are present pre-linguistically, their scope is greatly amplified by language. Analogical processes are instrumental in learning relational language, and the reverse is also true: relational language acts to preserve relational abstractions and render them accessible for future learning and reasoning.

Constraints on control-dependent processing have become a fundamental concept in general theories of cognition that explain human behavior in terms of rational adaptations to these constraints. However, theories miss a rationale for why such constraints would exist in the first place. Recent work suggests that constraints on the allocation of control facilitate flexible task switching at the expense of the stability needed to support goal-directed behavior in face of distraction. We formulate this problem in a dynamical system, in which control signals are represented as attractors and in which constraints on control allocation limit the depth of these attractors. We derive formal expressions of the stability-flexibility tradeoff, showing that constraints on control allocation improve cognitive flexibility but impair cognitive stability. We provide evidence that human participants adapt higher constraints on the allocation of control as the demand for flexibility increases but that participants deviate from optimal constraints. In continuing work, we are investigating how collaborative performance of a group of individuals can benefit from individual differences defined in terms of balance between cognitive stability and flexibility.

Initial social perceptions are often thought to reflect direct “read outs” of facial features. Instead, we outline a perspective whereby initial perceptions emerge from an automatic yet gradual process of negotiation between the perceptual cues inherent to a person (e.g., facial cues) and top-down social cognitive processes harbored within perceivers. This perspective argues that perceivers’ social-conceptual knowledge in particular can have a fundamental structuring role in perceptions, and thus how we think about social groups, emotions, or personality traits helps determine how we visually perceive them in other people. Integrative evidence from real-time behavioral paradigms (e.g., mouse-tracking), multivariate fMRI, and computational modeling will be discussed. Together, this work shows that the way we use facial cues to categorize other people into social groups (e.g., gender, race), perceive their emotion (e.g., anger), or infer their personality (e.g., trustworthiness) are all fundamentally shaped by prior social-conceptual knowledge and stereotypical assumptions. We find that these top-down impacts on initial perceptions are driven by the interplay of higher-order prefrontal regions involved in top-down predictions and lower-level fusiform regions involved in face processing. We argue that the perception of social categories, emotions, and traits from faces can all be conceived as resulting from an integrated system relying on domain-general cognitive properties. In this system, both visual and social cognitive processes are in a close exchange, and initial social perceptions emerge in part out of the structure of social-conceptual knowledge.

The COINTOB (conditional intention and integration to bound) model provides a heuristic framework of processes in Libet-style experiments. The model is based on three assumptions. First, brain activation preceding conscious intentions in Libet-style experiments does not reflect an unconscious decision but rather the unfolding of a decision process. Second, the time of conscious decision (W) reflects the moment in time when the decision boundary is crossed. This interpretation of W is consistent with our apparent intuition that we decide in the moment we experience the conscious intention to act. Third, the decision process is configured by conscious intentions that participants form at the beginning of the experiment based on the experimental instruction. Brass and Mele discuss the model, conceptual background for it, and the model’s bearing on free will.

What do other people really think of you? In this talk, I highlight the unique perspective that other people have on the most consequential aspects of our personalities—how we treat others, our best and worst qualities, and our moral character. First, I compare how people thought they behaved with how they actually behaved in everyday life (based on observer ratings of unobtrusive audio recordings; 217 people, 2,519 observations). I show that when people think they are being kind (vs. rude), others do not necessarily agree. This suggests that people may have blind spots about how well they are treating others in the moment. Next, I compare what 463 people thought their own best and worst traits were with what their friends thought about them. The results reveal that friends are more likely to point out flaws in the prosocial and moral domains (e.g., “inconsiderate”, “selfish”, “manipulative”) than are people themselves. Does this imply that others might want us to be more moral? To find out, I compare what targets (N = 800) want to change about their own personalities with what their close others (N = 958) want to change about them. The results show that people don’t particularly want to be more moral, and their close others don’t want them to be more moral, either. I conclude with future directions on honest feedback as a pathway to self-insight and, ultimately, self-improvement.

Concerns about the impact of social media use on adolescent well-being and mental health are common. While the amount of research in this area has increased rapidly over the last 5 years, most outputs are still marred by a multitude of limitations. These shortcomings have left our understanding of social media effects severely limited, holding back both scientific discovery and policy interventions. This talk discusses how developmental, cognitive and neuroscientific approaches might provide a new and improved way of studying social media effects. It will detail new studies in support of this idea, and raise potential avenues for collaborative work across the Cambridge Neuroscience community. As the digital world now (re)shapes what it means for us to live, communicate and develop, only an interdisciplinary approach will allow us to truly understand its impacts.